DIFFERENTIATION

In a differentiated
classroom, teachers differentiate content, process and product
according to a student's readiness, interest
and learning profile.

Content- what the teacher wants the student to
learn and the materials or resources through which that is accomplished

Process- activities designed to ensure that
students use key skills to make sense out of essential ideas and information

Products- vehicles through which students
demonstrate and extend what they have learned

Readiness- a student's entry point relative to
a particular understanding or skill

Learning Profile- how an individual student
learns

In differentiated classrooms, students demonstrating a
need for instruction beyond that of the general education curriculum should be offered a
range of instructional and management opportunities such as:

Compacting- students are allowed to
demonstrate proficiency in curriculum outcomes, units or courses and progress to more
appropriate/challenging instruction. This reduces redundancy and allows for advanced
programming.

Enrichment Clusters- students are grouped
according to ability for instructional purposes. Enrichment clusters stress student
choice and students as producers of useful products.

Interest Centers- a center within the
classroom that links curriculum topics to areas of student talent and interest in depth
and breadth.

Tiered Products- products specially designed
to demonstrate understanding of a topic in a more in-depth manner.

Graduated Rubrics- the standard and level of
student proficiency and accomplishments designed for students and teachers to measure
learning outcomes. Graduated rubrics offer clear expectations for quality and levels of
excellence to encourage among high-ability learners.

Independent Study- topics selected by
students for in-depth study including a statement of student objective, research, and
planned presentation. Students design products to demonstrate their understanding of
a topic. Independent study encourages student autonomy in planning and problem
solving.

Alternative Assessments- students are offered
opportunities to demonstrate their understanding of material learned in
"real-world" ways.

(**A Different Place.org**)

1. Gifted learners must be given stimulating educational experiences
appropriate to their level of ability if they are to realize their potential.

2. Each person has the right to learn and to be provided challenges for
learning at the most appropriate level where growth proceeds most effectively.National Association for Gifted Children, "Why Should Gifted Education Be
Supported?" NAGC

"All students should be challenged to experience and learn new things
every day..."
Colleen Kessler